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Culture Learning of Sojourning ELTs
Transcript of Culture Learning of Sojourning ELTs
Host Institution Culture
Tourists & Sojourners
Main purpose for travel
Home for John
JET Program, EPIK, GEPIK
John & the first year
Transient local & foreign teachers
Co-teachers as role models
More independence in
More responsibility in university
MA TESOL Programs
(Sophie, John, Dionne)
Professional Teaching Organizations
Japanese & Korean society's views on ELT
Japanese & Korean Ministries of Education
Other ELTs in Japan & Korea
Other bloggers in Japan & Korea
Sophie's friend in the US military
Luke's colleagues from his home state/university
John's current status
Sophie's potential status
Case Study Method (Yin, 2009, p.57)
Blog Data & Interview Data
Recommendations for Future Research
“[A]lthough teachers do, in fact, engage in the sort of theorizing captured in the construct of praxis, whether as part of officially sanctioned professional development programs or through self-initiated professional activities, a critical challenge for L2 teacher education is to create public spaces that make visible how L2 teachers make sense of and use the disciplinary knowledge that has informed and will continue to inform L2 teacher education” (Johnson, 2006)
John: JET > university,
Phil: JET for 3 years
Sophie: 3 years in
private English programs
Dionne: EPIK > university
Sociocultural Adaptation Scale to quantitatively measure cultural learning
Sojourning ELTs in and/or from other cultures
Issues of race, ethnicity, and gender
Reverse culture shock
Professional identity, cultural identity, and identity change of sojourning ELTs
Intercultural sensitivity over time
How does one's cultural learning help inform pedagogical decisions in the English language classroom?
Questions or Comments?